Jesus said "Let the children come to me" We live and learn and love in His way.
At Holy Family we believe that Maths is not a subject in its own right. It is a skill which is acquired through being taught mathematics effectively. Mathematics helps children to make sense of the world around them through developing their ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
We are all determined for the children at Holy Family to become confident and competent mathematicians – and for each child to fulfil their potential in maths.
Maths is taught daily and class teachers are encouraged to plan exciting and relevant maths learning and teaching activities to their children. Class teachers are keen that their lessons are pitched ambitiously but at the same time allow all groups of children to feel successful in their learning – whatever stage they are at in their development and understanding of the subject.
Structure of the maths curriculum
The mathematics curriculum is organised as a discrete subject, yet there are many potential cross-curricular activities. It is taught in year groups, although there are some opportunities for both able pupils and those with special needs to work in separate groups aside from those who are attaining a level appropriate to their age.
Maths Interventions take place throughout the year for children across the school. As we monitor data carefully, we react to the children’s needs – establishing ‘Personalised Learning Interventions' whenever necessary.
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The National Curriculum for mathematics aims to ensure that all pupils:
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.